本研究の目的は，日本人が外国人に口頭で「説明」を行う場面について，外国人側の評価の観点と「説明」の言語形式やコミュニケーション方略の関連を明らかにし，「説明」を行う際に有効な「説明」の言語形式やコミュニケーション方略の学習を支援するためのツールを開発することである。
本科研の延長申請を行って5年目となった令和3年度は，これまでの研究成果をまとめた書籍出版，および開発した支援ツールを用いた支援プログラムの実践を全国各地で行い，フィードバックを得た。
研究成果の公開については，太田陽子編著『超基礎 日本語教育のための日本語学』（くろしお出版）の第15章「ことばと社会(2)日本語のバリエーション」担当した。
支援ツールを用いた支援プログラムの実践については，これまでに引き続き，自治体等の協力のもと行った。プログラムを実施した自治体等は栃木県国際交流協会，静岡県浜松市役所，東京都葛飾区役所，板橋区役所，としま未来文化財団，羽村市役所である。
また，これまでの研究成果に対して，令和3年度に2件の賞を受賞した。まず，令和3年度に採録された日本語教育学会刊行の『日本語教育』177号の，「非母語話者は母語話者の〈説明〉をどのように評価するか―評価に影響を与える観点と言語行動の分析―」（pp.17-30）に対して「2020年度『日本語教育』論文賞」を受賞した。次に，本科研で目指してきた，母語話者が非母語話者に対して「説明」を行う際に有効な「説明」の言語形式やコミュニケーション方略の学習を支援するためのツール開発やそれらを用いた実践に関連する一連の研究成果に対して「2020年度日本語教育学会奨励賞」を受賞した。

In higher educational institutions such as universities, collaborative educational activities such as discussion exercises are conducted. The purpose of this study is to establish methods to support post-exercise reflection activities using video annotation. Although video annotation-based support methods have been proposed so far, they have mainly focused on sharing videos and annotations. This study developed a method to support learners to reach a common understanding during group reflection, and a method to support each learner's self-evaluation after group reflection. In addition, we developed and conducted five practical programs to introduce the methods into classes, and verified the effectiveness of the methods.

The purpose of this study is to conduct a multicultural comparative study on the viewpoints of discussion and evaluation, and to obtain the basic data for developing a globally available dialogue capacity building program. We analyzed discussions in which Japanese, Chinese, and Korean undergraduates were discussing social issues, and conducted questionnaires survey and interviews with them. The analysis showed the following three points: 1) participants were oriented to “interculturality” among them and utilized it to move their discussion forward, 2) while the differences in Japanese language abilities are less likely to affect the process of the discussion, the knowledge about the discussion topic has a considerable impact on it, 3) internal aspects such as satisfaction of the participants should be taken into account in training their discussion abilities.

In this study, We construct a new syllabus of Japanese-language learning for study-abroad students at institutions of higher education, based on the following survey and analysis. In order to narrow-down learning grammatical items into expressions that are truly necessary, we surveyed “appearance frequency of grammatical items,” “characteristics by skills such as Listening, Speaking, Reading, and Writing” and “general expressions that are used for all skills” in 8 Japanese language corpora, and selected learning items based on actual language usage.
This yielded 184 grammar items that were then assigned to six levels (two beginner levels, two intermediate levels, and two advanced levels). By connecting these grammar items to language behaviors (for example, self-introduction, speaking about research, gathering information, etc.),
we propose a provisional learning syllabus stretching from beginner to advanced levels.

The authors carried out several kinds of workshops, purpose of which was to not only give knowledge and skills to the participants but also have them reflect and rethink on their inherent sense of values. After these workshops, some of the participants were interviewed. Based on the analysis of the interviews, the authors answered the following research questions: (1) through what kind of a process the participants' sense of values could be modified, (2) what factors could give the participants a feeling of discomfort, if any, in such workshops, and (3) based on the findings above, what kind of a special consideration would be needed to carry out such workshops.

In light of the current situation of Japanese society becoming multi-lingual and multi-cultural, we focused on the education of supporters engaging in the support of foreigners in every setting, including universities, schools, regions, or the government, and surveyed these supporters via interviews and questionnaires. Furthermore, we investigated their skills and perception in terms of establishing contact with foreigners and providing support, as well as the process of transformation of these perceptions. Moreover, we created a website that provides information about the resources necessary for learning Japanese and supporting Japanese language acquisition. We also developed a questionnaire that can be administered after Dialogic Language Assessment (DLA) or DLA training as a tool for facilitating the assessment of supporters’ aptitudes and skills, as well as DLA testers’ observations.

With regard to character communication, we will discuss sentences such as "text structure", "factor factors related to language item selection", "actual usage of emoticon, impression evaluation", "para language" such as Facebook, LINE, PC mail, From the viewpoint, it analyzed and considered.
About voice communication, "Self-introductions made by 52 Japanese students learning Japanese at overseas universities (27 middle level, 25 advanced level) to Japanese college students in universities in Japan which is the agreement school Impression assessment was conducted for the "animation of".
Based on the above results, we tried and examined the content of Japanese teaching materials and Japanese language education practice.

The achievements of this study are summarized in three points. The first one is the solution of problems concerning the rewriting of official documents in Yasashii-Nihongo (Plain Japanese). The second is an empirical research on teaching Japanese to pupils with foreign roots. And the third is activities to spread the concepts of Yasashii-Nihongo through several media.
For the first, we prepared, through the collaboration with Yokohama-City, fixed "official translations" of 562 words in Yasashii-Nihongo used mostly in bureaucratic contexts and published them on the internet along with several useful tools for rewriting official documents in Yasashii-Nihongo. For the second, we published a new grammatical syllabus and made a trial version of a collection of integral Japanese textbooks for the pupils. And for the third, we made a best effort to make the concepts of Yasashii-Nihongo known in the Japanese society by publishing books and articles, giving lectures and holding workshops.

In this research, 3 projects have done as follows. First of all, I clarified the reality of the window operation for foreigners at the local governments and organized the points to be careful. Second, I developed a diagnostic tool for 'explanation' of Japanese people taking into foreigners' viewpoints. Finally, based on the above results, I implemented and improved the support program for the window operation for foreigners at the local governments.

In the daily life, any human beings evaluate the linguistic performance of themselves or the other people based on their own sense of values. The sense of values was formed or transformed in the process of various experiences in their lives.
Using various qualitative methods, the study investigated (1) the processes of forming the individuals' sense of values in evaluation, and (2) the factors that influence the transforming processes of the sense of values. The results were published as an academic book. The several workshops were also designed in order to have the participants reflect their own sense of values in evaluation, and the workshops were performed in a symposium which was held by authors of the book.

This research project constructed a dialogue corpus to optimize the Japanese conversation education syllabus. The corpus consisted of seven task dialogues: (1) explanation of travel impressions, (2) discussion on traveling transportation, (3) advice for travel, (4) comments on scholarship application, (5) message from the teacher, (6) excuse for arriving late for a part-time job, and (7) correction of other’s information. We recorded the following combinations in each task dialogue, obtaining 252 data. All seven tasks dialogues comprised the following elements: (A) five pairs of conversations between Japanese native speakers, (B) 20 pairs of conversations between Japanese native speakers and Japanese learners, (C) 11 pairs of conversations between native speakers of foreign languages. Employing this corpus, we analyzed the distribution of discourse behavior and language form of each task dialogue, and proposed a syllabus based on conversation proficiency.

This study aims to develop a collaborative-learning program involving both Japanese and international undergraduates to foster their self-directive communication abilities. To achieve this aim, we video-recorded group discussions where Japanese and international undergraduates were engaged together and analyzed the discussion data to explore the following points: the features of their discussions, similarities and differences in the participants' viewpoints through which they evaluate their discussions, and how the participants' evaluation on their own discussions changed as they kept conducting discussions several times. Based on these analyses, we developed the collaborative-learning program and conducted it on Japanese and international students to examine what improvements should have been made.

This study aims to contribute to the effective learning of the communication strategy of the Japanese in conversations of Japanese and foreigners. In this study, (1) the communication strategies that Japanese used between the group which have the contact experiences with foreigners and the group which does not have such experiences were compared. (2) "Learning model of information exchange strategy" that Japanese learn through the contact experiences with foreigners was created. And, (3) by applying "Learning model of information exchange strategy", a program of the workshop format for communication support for the Japanese was developed. In addition, (4) how foreigners evaluate the information exchange strategy that Japanese use was investigated and analyzed.

We clarified the notion "yasashii nihongo(easy Japanese)" in this project and showed that there are three domains in "yasashii nihongo": 1)"yasashii nihongo" as a compensatory education, 2)that as a common language in the local society, and 3)that as a grammatical syllabus suitable for Japanese language teaching in it. We published two Japanese textbooks based on the concept of "yasashii nihongo" and held lectures and workshops more than 200 times over the country to convey a new method for local Japanese language teaching.We also have struggled the standardization of rewriting patterns of official documents into "yasashii nihongo" and opened a corpus to the public which collects the rewordings of official documents by Japanese teachers who have more than 10 or more years' careers. We developed several tools supporting the rewriting and published an enlightening book summarizing researches on "yasashii nihongo" so far and showing some ways for which "yasashii nihongo" are heading.

The purpose of this study is to develop a new educational program for foreign students of Japanese universities that is designed to foster their discussion abilities in Japanese. Recently, the number of foreign students in Japan has been increasing. They are expected to become members of Japanese society and contribute to the globalization and the realization of multi-culturalism in Japan. To achieve this, not only Japanese but also foreign people are required to acquire discussion skills to enable them to cooperate with each other to reach a consensus as well solve problems. With this background, we developed the workshop-based learning program for foreign undergraduates in which they acquire self-supporting discussion abilities in Japanese.